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Day 2 - Session 9 - Assessment - PPT v.2

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Thank you for sharing the role play activity. Role plays can be very helpful for practicing communication skills and perspective taking in a low stakes environment.

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Day 2 - Session 9 - Assessment - PPT v.2

Uploaded by

yemane
10 views24 pages
Thank you for sharing the role play activity. Role plays can be very helpful for practicing communication skills and perspective taking in a low stakes environment.

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Day 2_Session 9_Assessment.ppt v.2

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Thank you for sharing the role play activity. Role plays can be very helpful for practicing communication skills and perspective taking in a low stakes environment.

Copyright:

© All Rights Reserved
Download as PPT, PDF, TXT or read online from Scribd
Download as ppt, pdf, or txt
10 views24 pages

Day 2 - Session 9 - Assessment - PPT v.2

Uploaded by

yemane
Thank you for sharing the role play activity. Role plays can be very helpful for practicing communication skills and perspective taking in a low stakes environment.

Copyright:

© All Rights Reserved
Download as PPT, PDF, TXT or read online from Scribd
Download as ppt, pdf, or txt
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Day 2 –

Session 9 – Assessment
Why do we need to do an assessment?
Where do we get our information from?
• Information exists in different shapes and forms;
• Information comes from variety of sources;
• Data is information, but in raw and/or unorganised form.
What do we do with the information?
Information Management…
• Tool to assist in programming
• Not an activity or programme
• An ongoing process and cycle of making the information around us
usable for planning and programming
purposes.
Five Steps to an Information Management System
1. Information Needs
• What we need to know…
2. Identification of Sources
• Who, What, Where?
3. Selecting a Method
1. or combination of methods
4. Piloting
5. Roll-out
STEP 1 – Identify Info Needs…
(what we need to know)
Consider:
• What is the purpose of the information – what will it change?
• How much detail to you need? And at what level?
• Who needs to know what, for what?
• Does this information have the potential to cause harm?
STEP 2 – ID of Sources
Consider where the information be found:
- Is the information pre-existing?
- Is the information in the environment?
- Does the information rest with individuals?
STEP 3 – Methods for Information Collection
Faster • Direct observation
• Key informant interview(s)
• Service Mapping
• Household and individual level survey(s)
• Focus Group Discussions
• Facility Survey
• Monitoring System
• Surveillance
Slower
Ethical Considerations
An ethical approach to Information Management requires:
 A commitment to follow-up action, as necessary;
 Considering potential negative effects of the data collection exercise;
assessment fatigue;
 Care to not create false expectations;
 Consideration of who ‘owns’ the information and how it might be
used.
Why should IM be coordinated?
 Ensure that everyone is collecting the same data;
 Ensure that data that is collected is systematically analyzed and
interpreted;
 Ensure that everyone has an opportunity to participate in the process
of analyzing and interpreting the data;
 Ensure that all can access and benefit from information.
Information Management Systems
for Child Protection
 Child Protection Coordination (3W mapping, etc);
 Child Protection Assessment;
 Child Protection Case Management and follow-up (CP-IMS)
 Child Protection Monitoring (MRM, etc)
1. What does an information management system comprise(in
relation to work with UASC)

2. What type of information management system might


you use, would you always use the same system,
what factors would you take into account when
deciding?

3. What fundamental issues should you address


when using any information system (with regard
to e.g. storage and sharing of confidential information)?
Child Protection Rapid Assessment Tool
CPRA provides: CPRA is NOT:

a comprehensive
a snapshot of urgent child
assessment or monitoring
protection related needs
mechanism

urgently required, “good a tool to produce


enough” information for information that is
programming and generalised to the entire
advocacy purposes population

a stepping-stone for a
more comprehensive meant to inform long-
needs assessments term programming
Objectives of a CP Rapid Assessment

SCALE of needs and protection risks (general and overall);

PRIORITIES for required response – geographic and


programmatic areas of priority, from which funding priorities can be
agreed;

HOW such response should be configured – including what


existing capacities the response can build on;
Things to consider…
? – When is the right time?
Depends on the nature of the emergency…
- Rapid onset?
- Is there ongoing displacement?
- Is the emergency recurring?

? – Who should be in charge?


Establish a child protection assessment Taskforce:
- identify one agency to take the lead;
- ensure there is IM technical capacity available;
- agree on workplan, preparation, and roles and
responsibilities
Steps to Plan and Implement a CPRA
Components of the CPRA toolkit

Short Guide to Sample Tools


Data Management
CPRA Tool
The CPRA cycle
What We Need to Know - WWNK

 The basis of any needs assessment is a series of unknowns and/or little-


knowns that we wish to learn about. These are called: What We Need to
Know, or the “WWNKs”.

 The entire CPRA tool is designed to inform WWNKs.

 It is imperative that the list of WWNKs are revised based on the local
context, as the first step in adapting the assessment tools.
What We Need to Know - WWNK
PRIORITY issues we need to know about in the RAPID IMMEDIATE phase:
 Separation of children from their families;

 Physical risks and hazards to children;

 Recruitment, association of children with armed groups and


participation of children in conflict or violence;
 Gender-based violence and exploitation

 Psychosocial distress, coping mechanism and capacities.


Role Play

Participants should work at their tables or in groups of 6 people.


Allow them time to prepare for a role play.
2 people should be agency workers explaining to the community
leaders why they want to carry out a CPRA in the displaced persons
camp, what it will involve and how they will be working.
2 people should be community leaders (male or female!)The
community leaders should express concern and be initially resistant
– it is the job of the workers to convince the leaders.
The two remaining people in the group act as observers.

At the end of the role play the observers should offer constructive
criticism. Roles should then be swopped to allow all participants to
take the role of either agency workers or leaders.

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